MAJOR PROBLEMS OF THE FEDERALLY-FUNDED FELLOWSHIP AND TEACHER CORPS PROGRAMS ARE (1) THE COURSES ARE PROFESSOR-ORIENTED (LITTLE EMPHASIS IS GIVEN TO MAKING SURE THAT THE CURRICULUM IS RELATED TO REALISTIC SCHOOL SITUATIONS) AND (2) THE TEACHER IS SO ISOLATED IN THE UNIVERSITY SETTING THAT HE CAN MAKE NO LINKAGE BETWEEN HIS LEARNING AND HIS TEACHING. EXPERIENCE SHOWS THAT (1) CRASH PROGRAMS DO NOT WORK, (2) THE INSTITUTION THAT DESIRES CHANGE IN THE STUDENT MUST BE ON THE SCENE AND REMAIN ON THE SCENE TO RECEIVE FEEDBACK AND CRITICISM, (3) SELECTION PROCEDURES ARE CRUCIAL TO THE SUCCESS OF A TRAINING PROGRAM, (4) PROGRAMS MUST BE RECEPTIVE TO FEEDBACK AND CRITICISM, READILY AMENABLE TO CHANGES, AND (5) GRADUATE PROGRAMS SHOULD HAVE OPEN SESSIONS FOR EXCHANGE OF INFORMATION AND PROBLEMS. OTHER NONFIELD-TESTED IDEAS SET FORTH ARE (1) ATTENDANCE BY GROUPS RATHER THAN ISOLATED INDIVIDUAL TEACHERS WILL RESULT IN GREATER IMPACT, (2) CURRICULUMS SHOULD BE BASED ON STUDENTS' WANTS AND NEEDS, (3) FIELD EXPERIENCE MUST BE GIVEN, (4) CONTINUOUS FACULTY ATTENTION MUST BE GIVEN TO DIAGNOSIS AND FEEDBACK, (5) INTERLOCKS MUST BE ESTABLISHED BETWEEN SELECTED PUBLIC SCHOOL SYSTEMS AND THE SPONSORING COLLEGE OR UNIVERSITY, AND (6) EXPERIMENTATION AND EVALUATION SHOULD BE ENCOURAGED. (AF)